Diversity of spatial activities and parents' spatial talk complexity predict preschoolers' gains in spatial skills.
Diversity of spatial activities and parents' spatial talk complexity predict preschoolers' gains in spatial skills.
复制标题
空间活动的多样性和父母空间谈话的复杂性预测学龄前儿童空间技能的提高。
DOI：
10.1111/cdev.14024
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发表时间：
2024
影响因子：
4.6
通讯作者：
Libertus,MelissaE
中科院分区：
文献类型：
--
作者：
Fox,DanielleS;Elliott,Leanne;Bachman,HeatherJ;Votruba-Drzal,Elizabeth;Libertus,MelissaE
Children's spatial activities and parental spatial talk were measured to examine their associations with variability in preschoolers' spatial skills (N= 113,Mage= 4 years, 4 months; 51% female; 80% White, 11% Black, and 9% other). Parents who reported more diversity in daily spatial activities and used longer spatial talk utterances during a spatial activity had children with greater gains in spatial skills from ages 4 to 5 (β= .17 andβ= .40, respectively). Importantly, this study is the first to move beyond frequency counts of spatial input and investigate the links among the diversity of children's daily spatial activities, as well as the complexity of parents' spatial language across different contexts, and preschoolers' gains in spatial skills, an important predictor of later STEM success.
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